1.Cyntia C Classmate
In the videos in assignment 1, I noticed that in the Ymca video, each student had a cot to rest in, however the napping area seemed crowded and lacked sufficient space for children to comfortably rest. One child’s cot was facing directly at the furniture. I rate this a 1 using the ecesr-3 tool. Some children had limited personal space due to the arrangement of the cot and bedding. Additionally, the area did not appear to be adequately separated from the rest of the classroom, resulting in distractions from other activities. I would recommend that the space between the cots/mats be reorganized so that each child has more personal space to reduce distractions and overcrowding to allow a peaceful rest environment.
In Assignment 1, when I observed a classroom, I scored a 5 in (Space and Furnishing #3 Room Arrangement for play and learning. The classroom has a kitchen, laundry, grocery store and a play house for dramatic play. Classroom does not have enough space for all children to engage in activities in the space comfortably.
Additionally, in (Learning activities # 21 Dramatic play) I also scored the classroom a 5. The classroom has multiple centers for dramatic play but does not include clothing for role playing, prop box for fantasy or leisure themes and props for dramatic play outdoors. I would consider adding more real world items or culturally diverse props that reflect different family structures, occupations and environments. For example, including dolls or clothing from various cultures. If the teacher intentionally incorporates diverse cultural themes and practices into dramatic play, she can create an inclusive environment that promotes empathy, respect, and cultural awareness.
The advice I would give Administration for future success is to consider utilizing the ECERS-3 tool to offer constructive, specific and actionable feedback. With the data collected, administration should encourage teachers to reflect on their own practices and seek support where needed. Admin can also support teachers by providing targeted professional development of areas of improvement or where teachers need the most support.
Harms, T., Clifford, R. M., & Cryer, D. (2015).
Early Childhood Environment Rating Scale (3rd ed.)
2. Grace C
My three lowest scores given in Assignment I were toileting/diapering, space for privacy, and blocks. I gave these scores as I felt they were appropriate in relation to the description of each of these categories. Although the space seems to be quite spacious in the classroom, there does not seem to be a ton of space for privacy for the students. Students have the opportunity to play alone or with a friend during different times of the day, but there is not a lot of space to not interfere with other children’s access to play. Additionally, if students are attending the calm down area or using the solutions kit, there is not enough space for them to do privately. Toileting/diapering was not displayed much in the video. Therefore, I am not sure of the exact procedures for toileting/diapering. Although blocks were seen in the classroom, there was not direct access to them for children to use in the classroom. As the blocks were seen in different areas of the classroom, I think it would be more beneficial to house them in one general area of the classroom for the children to utilize. Advice that I would give to administrators to elevate future scores is to familiarize yourself with the ECERS-R to ensure that you fully understand each subcategory. Another piece of advice I would give is to make sure that all classroom routines are strong and in place. It is so important that children are given the proper space in each classroom to perform daily routines. Additionally it is important to make sure we have the proper time allotted to evaluate as “A block of at least 3 hours should be set aside for the observation, with additional time added as needed to more closely examine materials and gross motor area” (Clifford, Cryer, and Harms). Doing all of these steps will help administrators to evaluate future scores.
